Macbeth Blind Ambition Essay

The tragedy, ‘Macbeth’, composed by William Shakespeare is a play of manipulation and blind ambition. This is clearly depicted through the character of Macbeth, a great man fallen from God’s grace. Initially, Macbeth’s is presented as a character with noble qualities, who earns himself the trust of King Duncan and admiration of his people. However, the meeting with the weird sisters takes a toll on his personality for the worse, as they ambiguously prophesise that Macbeth will become King of Scotland. Upon hearing this, Macbeth takes fate into his own hands and embarks on a journey of blind ambition. Ultimately, Macbeth’s character deteriorates and is destined to fall. Therefore, through the dramatic elements of the play, we anticipate the downfall of valiant Macbeth as a ramification of the fatal flaw of blind ambition. Blind ambition comes at the cost of our humanity. Macbeth aligns himself with the supernatural elements, which are associated with darkness and evil. Originally, Shakespeare introduces Macbeth as a great man, as depicted through the similes of â€Å"Yes, as sparrows eagles, or the hare the lion† and â€Å"Signs of nobleness, like stars, shall shine†¦Ã¢â‚¬  This reflects Macbeth’s bravery, as he is bequeathed the gift of stars by King Duncan. Quite soon, however; we witness how he morphs into a two-faced, conniving snake, as illustrated through this simile â€Å"Look like the innocent flower, But be the serpent under it. † The audience immediately recognises the disparity between the dark supernatural elements and the elements of goodness and light. We expect the power play will be evoked through the illusions and half-truths through the paradox of â€Å"Fair is foul, and foul is fair. † A strong illusion that Shakespeare evokes to dramatise the mental state of Macbeth is the dagger soliloquy, â€Å"Is this a dagger which I see before me. † Whilst we see him in inner conflict over his intention to assassinate King Duncan, we recognise that he will not deviate from the path of darkness as he calls on the stars as seen through the apostrophe â€Å"Stars, hide your fires, Let not light see my black and deep desires’. This establishes that Macbeth represents darkness and this contrasts to Duncan, as he is a symbolism of light. Through the apostrophe, â€Å"Come spirits, unsex me†, we perceive that Macbeth and Lady Macbeth align themselves to the supernatural world for power, and in return they are stripped off of their humanity. Shakespeare dramatises these events to challenge us to consider of ramifications of blind ambition. Taking destiny into one’s hands for self gain may lead to self annihilation, and unnatural chaos ensues. Once regicide is committed, Macbeth is overwhelmed by nausea, as he has â€Å"murdered sleep. He then realises the magnitude of his sins, as it is emphasised through this hyperbole â€Å"Will all Great Neptune’s ocean wash this blood clean from my hand? † This imagery is juxtaposed with the litotes of â€Å"A little water will clear us of this deed. † Therefore, pathos is established between Macbeth and Lady Macbeth, as they are anointe d by blood through the act of regicide, â€Å"My hands are of your colour†. Dramatic irony is established as we know that this couple can never be extricated from guilt. With little remorse, he embarks on a journey of self destruction and mass murder. There is no salvation for him, and this is clearly demonstrated through the metaphor â€Å"Stepped in so far, that, should I wade no more. † He repeats his mistakes as he continues the assassinations of the innocent, and his sins further escalate when he slain Macduff’s family. However, the further they continue on the path to darkness, the more plagued they are by the blood seeping from their hands, â€Å"Out, damned spot! † Macbeth also hallucinates and is haunted by Banquo’s ghost. This can be demonstrated through the imagery â€Å"Quit my sight! Let the earth hide thee† Unnatural chaos ensues as a result of King Duncan’s death and Macbeth’s unnatural deeds due to blind ambition. This is evoked through the disorderly image of and â€Å"Unnatural deeds do breed unnatural troubles. † Until another great being can overthrow tyrannical Macbeth, then the violation of nature’s order will not be restored. Shakespeare invites us to consider the law of ‘cause and effect’. Blind ambition overrides Macbeth’s rational mind and any sense of inherent moral sensibility. Lady Macbeth and Macbeth are left tormented as they cannot sustain inner peace and sleep, â€Å"Sleep no more! which leads them to the brink of insanity. Furthermore Macbeth acknowledges that Duncan is at peace in the liberation of death, and he dramatises the inner conflict and insecurity through the paradox â€Å"To be thus is nothing, but to be safely thus. † This foreshadows the downfall of Macbeth and soon he will be released from his torment. Blind ambition robs Macbeth’s foresight and without realising it, it puts a strain on his and his wife’s marriage. Macbeth and Lady Macbeth’s mental deterioration is emphasised through their severed relationship. As a result of blind ambition, Lady Macbeth resorts to suicide. She lives in fear, as she is constantly plagued from the murder. Therefore, death is her release. Shakespeare invites us to evaluate our behaviour and challenge us to take responsibility for our own actions. As a result of blind ambition, Macbeth is trapped in an illusion of perception versus reality. He consolidates his relationship with the supernatural elements. The witches present three apparitions, which include the â€Å"armed-head†, â€Å"bloody child† and the â€Å"boy with a crown and a tree from his hand. This directs Macbeth to the road of self-annihilation, and through the half-truths, dramatic irony is established and this serves to heighten tension, as the audience expects the downfall of Macbeth. Macbeth is struggling to find the purpose to live, as exemplified through litotes of â€Å"Out, brief candle†. He compares his life to a â€Å"brief candle† that is easily blown out by the wind and it connotes that human life is uncertain. â€Å"Tomorrow, and tomorrow, and tomorrow,† Macbeth laments on the loss of his future, as he comes to term of his inevitable demise. Therefore, Macbeth is associated with pathos, and as an audience, we do pity his pathetic being. In the climax of the play, Macbeth is confronted by noble Macduff and it is revealed that the witches’ ambiguous prophecies were half-truths and Macbeth was so wrapped up in his own illusion that he could not see through it. As a result, it led to his downfall. The catharsis is established when Macduff defeats Macbeth and claims justice to Scotland. Shakespeare writes to raise awareness that some things are not what they appear to be. By the end of the play, we witness the downfall of Macbeth as a result of blind ambition. Blind ambition robs Macbeth of his humanity and foresight, and because of this, Macbeth’s character has deteriorated, as his deterioration is manifested through acts of massacres. In the end, Macbeth does not fully redeem himself, although he does hold regret for the heinous deeds he has committed, and therefore, he dies an undignified death. Hence, Shakespeare invites us consider the natural cycle of ‘cause and effect’ and how acts of blind ambition can lead to deadly consequences.

The Effects of Animal Cruelty and Abandonment

The American Society for the Prevention of Cruelty to Animals, also known as the ASPIC, is another organization that serves to decrease animal abuse and enforce arrest towards careless pet owners. Among these organizations, People for the Ethical Treatment of Animals, PETA Is responsible for creating awareness and putting an end to animal cruelty. There are other ways an animal can be a victim of animal cruelty, without actually being harmed. Animal Hoarding, a practice of animal lovers, is ironically another related topic of animal cruelty.In some views, this is an attempt o save the animal, but many other views differ, saying this solution will only cause problems. Even though there are lots of organizations that help prevent animal cruelty and abandonment, there is still more that can be done.Animals should be loved and cherish, Instead of Ignored and neglected, How can this world wide crawls be solved? When animals are abandoned, they naturally begin to reproduce thousands of off spring, and because of this, baby animals roam and start to reproduce at an alarming rate. It has been estimated that more than 50 million cats and dogs live in happy homes in the US.On the contrary, over 50 million cats and dogs have been reported as neglected and abused. People are no longer willing to adopt animals. The population of animals and decreasing interest of owning pets has led to a huge number of animal overpopulation each year. Animal World Network explains that â€Å"For every human born, 7 puppies and kittens are born†¦ One female cat and her offspring can produce 420,000 cats in 7 years†¦ One female dog and her offspring can produce 67,000 puppies in 6 years. † One half of abandoned animals are taken into shelters and the other half are in the streets.About 61% of dogs and 75% f cats are bought to shelters and are killed because people do not adopt these animals In time. Due to the lack of education, shelter, financial and other resources, cats and dogs are first on the list to be housed In a shelter of the shortest amount of time and first on the list of animals to kill. The Humane Society is a worldwide organization supported by 11 million Americans which was founded in 1954. It is one of the best protection agencies for animals all over the world, raising over a million of dollars in order to create awareness to citizens.The mission of the Humane Society of he United States, HUGS Is to celebrate all breeds of animals and also to confront cruel TTY. HUGS states Tanat teen are â€Å"America's mainstream Torte gallant cruelty exploitation and neglect†. They confront these issues and provide animals with rescue facilities and clinics for them to get washed, fed and neutered. They are involved in and responsible for organizing meetings, marches, and forums in order to educate society about animal rescue and animal investigations.HUGS holds advertising campaigns to promote adoption for animals so that the nation knows wha t's going on and how they can help. HUGS partner with other associations to trench the message of their organization and create stronger ties with organization with similar missions. One program known as, â€Å"Humane Wildlife Services†, in the D. C metro area help homeowners and businesses with stopping violence towards animals. The Humane Wildlife Services help maintain valid solutions for problems concerning violent neighbors.HUGS strives to stop cruelty targeting â€Å"practices of dog fighting and cook fighting; abusive puppy mills†¦ Farming in†¦ Confinements of animal in crates and cages†¦ † HUGS does its best to protect all animals and they will continue this mission in confronting animal cruelty on a whole. Another organization that also helps stop animal cruelty is The American Society for the prevention of cruelty to animals known worldwide as the ASPIC. The ASPIC was established in North America in 1866 and still today they are here doing the best that they can offer.The This organization believes that animals should be treated fairly and has healthy environments. The ASPIC are the pioneers of all animal humane organizations, they continue to maintain legal authority to take charge in investigations and arrest criminals that treat animals poorly. The ASPIC claims that it is their mission to â€Å"provide local and national leadership†¦ Raring for pet parents and pets, providing positive outcomes for at – risk animals and serving victims of animal cruelty'.In other words, â€Å"animal cruelty is†¦ A serious issue†¦ N law enforcement and mental†. It is very important that people become involved and work to supply quick responses to these acts of criminal behavior. There is an organization like the Humane Society and ASPIC – People for the Ethical Treatment of Animals, (PETA) is also involved in solving issues on animal cruelty. There was a lady named, â€Å"Ingrain E. Newsier, an autho r and co-founder of People for the Ethical Treatment of Animals, who put together essays y people who took the initiative and helped create change. She started PETA in 1980 in her Washington, D. C. Basement to offer people simple vegetarian options and alternatives to products from companies that used animals in research.The nonprofit has grown to 2. 5 million supporters -? the largest animal-rights organization in the world -? and has created a global shift in awareness about the plight of animals†. Petal's focus is primarily on animals suffering on farms, clothing trade areas, laboratories, and in industries around the world. To create aware of their cause, PETA works through education. Meetings are held around the world to raise awareness to many people.They visit schools to educate children and adults about their organization. They also work with â€Å"cruelty investigations, research, animal rescue, legislation, special events, and celebrity involvement, and protest camp aigns†. PETA exclaims that animals have a Voice' too and all they want is some love to be given towards them. PETA strives to encourage people to take action because it is up to us to make a change. A dichotomous act animal lovers experience is that of animal hoarding. How can animals be negatively affected by people that love to be care for needy animals?I Nils Issue NAS Eden Known to affect as many as u. Animal annually. An extreme case reported there over 800 pets living in one home. When there is see an elderly woman lady, for example, living with 15-20 pets, a problem arises because it is harmful toward those animals, being bunched up together. The are many reasons why animal hoarding is practiced by many people. One of the reasons is that a person experienced a traumatic situation, which induced stress, b living conditions, and tough health problems. A person is then in denial of their owe problems and they in turn look to have large amount of animals to conceal their ow e rife in their lives.Many animals are affected; not Just cats or dogs. Animals such a chickens, snakes, ferrets, birds, goats, rabbits, lizards and many more are affected b animal hoarding. Animal Legal Fund, an organization fighting to protect the lives of animals says that, â€Å"In terms of the number of animals affected and the degree and duration of their suffering, hoarding is the number one animal cruelty crisis facing companion animals in communities throughout the country. † These animals are living bunched up together with no proper equipment to sustain a healthy environment, the start to suffer from unsanitary conditions.In effect, these animals â€Å"are sick, dying and poorly socialized†. LADY listed ways to decrease the amount of animal hoarding in the world. The first strategy is the use of civil action in stopping animal hoarders and documents these cases as acts of cruelty towards animals. The second strategy is to stop animal hoarding by taxing the h oarder that is doing the crimes, instead of the local taxpayer. When animals are rescued from homes, bundles of them are confiscated and this makes it hard for local agencies and organizations to feed and comfort these animals, because there is not enough none.A majority of the time, money is taxed to the average working person when they had nothing to do with it. LADY suggested that the money should come from the hoarders instead of hard working citizens.. The final strategy, which falls in line wit the first strategy, would be that laws are applied very seriously to situations like HTH There will be sentencing given towards animal hoarders that try to repeat criminal acts. LADY is working hard to stop animal cruelty in society. First time offenders of animal hoarding will be prosecuted according to LADY First Strike and You're Out La.In this essay, many sources were stated to inform readers about animal abandonment and cruelty. Many organizations and facilities are doing everythin g possible to decrease violence towards animals around the world. Has the world ma an improvement? Can society clap for them because of a Job â€Å"well done† ? NO! I choose this topic because this is a worldwide issue and it should be discussed moor to make change in the future. Animals throughout the world will continue to experience these situations for a long time, but it is so much that people can do. Animals will still be neglected, mistreated and devalued as living, breathing ratters.This worldwide issue needs to stop and it is up to the people to take a stand. Communities have to be willing to give animals Voices' and help them survive We may have thousands of organizations around the world trying very hard to stop animal cruelty but people need to take initiative in their surroundings; people must realize the criminal act and severity of animal abandonment and its reproductions. Slowly many organizations along with individual communities are creating awareness around animal cruelty, however, somewhere in each community there is a lonely animal roaming ten streets omen snouts report tans to Nell ten Animal.

Professional learning community Essay

The role of a principal has changed dramatically over the past couple of decades (Levine, 2005). It wasn’t too long ago that a principal’s primary tasks were limited to making sure that the buses ran on time, ordering supplies, and addressing personnel issues (Usdan, McCloud and Podmostko 2000). Now an affective principal’s main responsibility is student learning (The Wallace Foundation 2012, Usdan, McCloud and Podmostko 2000). The typical principal now puts in over 10 hours a day in order to get everything done. (Usdan, McCloud and Podmostko 2000). The key elements of effective leadership: principal as an instructional leader, winning by developing relationships, safe and caring learning environment, hiring of staff, always put students first, vision should be shared and focused, communication in the building, excellence in teaching and learning, principals build/reinforce professional development, principals share leadership, and time management. Principal as an Instructional Leader The principal is an instructional leader, a teacher of all teachers. Instructional leadership can be broken into two categories: direct and indirect instructional leadership. Examples of direct instructional leadership that a principal should provide are staff development, teacher observations/evaluations, and supervision. Also providing subordinate’s instructions about their tasks and including what is expected of each staff member. (Northouse, 2013). As the descriptor â€Å"direct instructional leadership† implies, this is instruction that the principal is providing directly to an individual or a group. Direct instructional leadership is focused on the quality of teacher practice, including the quality of the curriculum, teaching and assessments, and the quality of teacher inquiry and teacher learning. Indirect instructional leadership requires the principal to play more of a supportive role to teachers. The indirect leadership is focused on creating the conditions for an optimal teaching and learning environment. Indirect instructional leadership creates the conditions for good teaching and teacher learning by ensuring that school policies, routines, resourcing and other management decisions support and require high-quality learning, teaching and teacher learning (Bendikson, Hattie, and Robinson, 2012). Examples of indirect instructional leadership might include instructional facilitation, hiring qualified staff, resource acquisition, building maintenance and student problem resolution. Both direct and indirect instructional leadership are key roles of a principal. If principals practice instructional leadership daily, then they are successful in coaching and empowering teachers/staff members to improve student achievement. For many years, school principals were viewed as managers who ordered materials, handled discipline, and focused on keeping things in the school running smoothly so teachers could do the job of educating. Now, however, as principal’s most significant role is that of a learning leader. Current research shows that school leaders are a critical component to improving learning in schools (Educational Leadership Policy Standard: ISLLC, 2008,p. 9). As the learning leader in a school, the principal can influence learning through the formal process of planned observations, supervision and mentoring of staff. However, the principal can have even more influence in many other ways. Luneberg(2010) says there are five key tasks a principal must do as a learning leader: have a focus on learning, encourage collaboration, use data to improve learning, provide support, and align curriculum, instruction, and assessment (p. 1). Winning by developing relationships School leadership often involves difficult decisions and uncertainty. As schools are constantly changing to meet the new mandates: APPR, Common Core State Standards, RTTT, and DASA laws, student learning is still in jeopardy. Students are experiencing more problems, having a leader who can navigate through these difficult times is essential. No matter how outstanding the leader is he/she cannot navigate alone. It is critical that an effective principal immediately and consistently works on developing and maintaining relationships with students, staff, and the community. Building positive relationships with all stakeholders in the school is a time-consuming task, but the effort will pay great dividends. An educational building leader makes an effort to talk with and listen to all members of the school community. Kelly Sajnog, a successful middle school principal, notes the importance of relationships (personal communication, February 4, 2013). She says the time she spent cultivating relationships and building trust during her first year as principal was her most important job. Since then she has been able to bring new initiatives to the school, work with the community members, and rely on teacher-leaders to help improve the teaching and learning in her building. Building relationships will enhance a positive school culture, thereby making it easier to work together toward common goals. â€Å"Schools cannot sustain excellence in the absence of trust† (Uebbing & Ford, 2011). A leader who spends time on these relationships is in a much stronger position to help improve student achievement in a school. Many students come to school with various needs and circumstances. Establishing relationships with families and community services will allow a principal to provide the best possible learning environment for all students. Some ways in which a principal may accomplish this are: holding parent coffee hours once a month, reaching out to local social workers and psychologists, participating in an established parent group, and spending time at community events held in places other than the school. Alvy and Robbins (2005) cited building strong relationships as being one of the most important things that new principals do. The people who make up a school – students, teachers, classified staff, families, and the greater community – will either unite around a common cause or function as independent components going in different directions. Principals who build trusting relationships go a long way toward establishing a healthy school culture in which everyone works together. Principals do not gain trust because of the title on their office door. They must earn trust. And to earn trust, they must give it – that is, they must demonstrate faith in the independent skills and decisions of other (p. 52). The trust that principals need is a two-way street that comes from building relationships and treating every person with respect, every day. Another aspect of building positive relationships is communication. School leaders must consistently communicate with all members of the school and community. When people know and understand what work is being done in our schools, they are more likely to support our school and students. A focus of this communication should focus on student success. Students in schools accomplish amazing things each day, school leaders must ensure the success is shared consistently and celebrated regularly in order to maintain a positive school culture. Communication, in the form of newsletters, websites, phone calls, and meetings further enhances the trusting relationships the principal has taken the time to build. Although written communication is important, person contact is equally vital. Effective principals must be visible, accessible, approachable and responsive to the needs of students, staff, and community members. It is critical that a leader follows through on any conversation he/she has so others know he/she is committed, interested and dependable. A leader, who builds relationships, treats others with respect and acts ethically in all situations will be able to lead a school to a higher level of achievement. Safe and Caring Learning Environment An important part of leadership is the creation and maintenance of a safe and caring learning environment. Effective principals involve others, including students, to set high standards for student behavior. The principal can communicate high expectations for behavior, and these apply rules consistently from day to day and from student to student. They expect teachers to handle most disciplinary matters and they provide in-school suspension with support for seriously disruptive students. A principal should foster a sense of responsibility in students for appropriate behavior and work to create an environment that encourages such behavior. A successful principal should take on the responsibility of encouraging an orderly learning environment by organizing strategies to assist in minimizing distractions. Immersing the entire school community in the use of behavior prevention strategy plans can aid in preventing discipline referrals, as stated in one article we read on student management. This calls for the entire school community to take responsibility in sending a consistent message to students regarding expectations for behavior. An example of a preventive measure might include teachers integrating character education into their daily lessons and interactions with students. Although the intent of character education is to prevent disciplinary issues from occurring, a principal needs to be prepared if unacceptable behavior does  occur. Effective principals should center their ideas, days, and job on enhancing student learning by providing a safe and orderly learning environment with minimal distractions. Successful principals create this environment by sending clear and consistent messages regarding expectations of students and staff, hiring quality teachers, and presenting an encouraging demeanor, a principal sets a motivating tone for his/her school. Successful principals set a positive tone for their school with an unwavering focus on student learning. They do not tolerate distractions and act in the best interests of their students and the learning environment. Hiring of Staff Another important factor that a principal has control over is hiring. A principal’s single most precious commodity is an opening in the teaching staff (Whitaker, 2012). The quickest way to improve your school is to hire great teachers at every opportunity. Just as the only way to improve your average grade is to turn in a better-than-your average assignment each time, the most significant way to rapidly improve a school is to add teachers who are better than the ones who leave. Great principals know this and work diligently to hire the best possible teachers. Not only is it important to hire great teachers but also to support them. This is reinforced by the idea that successful principals focus on students-by focusing on teachers (Whitaker, 2012). Great principals celebrate the successes of their students and staff, instilling a sense of value in their achievements. If the principal is successful in creating a positive school culture and climate and praises student and staff performance at all levels, self-esteem is enhanced, and people feel that their time and work is valued and appreciated (p.41). Always put students first If schools are about teaching and learning, then students are the customers. Educators are responsible for meeting our customers’ needs and ensuring that each student is given a high-quality experience in school. Therefore, an effective leader keeps students at the heart of every decision. Alvy & Robbins (2005) say school leaders mush â€Å"get in the habit of asking themselves student-centered questions whenever they make decisions or take actions concerning school policy, district initiatives, or the everyday activities of schools† (p. 50). In order to create a culture and climate where students fell valued, Harris & Lowery (2002) identified three things effective principals always focus on: respecting students, communicating with students, and supporting students. Students want to be treated fairly and equally. An effective principal knows this and makes sure students are always respected. For example, dealing with discipline issues privately rather than in from of others and making sure consequences are equitable makes students feel respected (Harris & Lowery, 2002, p. 64). Students notice when a principal is interacting with students in the halls of the school each day. The communication lets students know the principal is there to help each student reach their goals and dreams. Lastly, supporting students means the principal â€Å"can be accessible to students; reward them, be an advocate for them, and provide them with a safe, secure learning environment† (Harris & Lowery, 2002). An effective principal, who respects, communicates with and supports students creates a safe learning environment where individual students can flourish. Vision should be shared and focused The successful principal has a vision of what education should be. He or she shares their vision with others by articulating it; however, an effective principal also models his/her vision through daily actions. A successful principal is committed to implementing and developing his/her vision. Consequently, in addition to articulating their vision, visionaries have an action plan that lists the key players and steps needed in executing their vision (Reeves, 2002). Implementing a vision, which oftentimes means implementing a change, can be risky. Leadership, however, entails risk taking and standing for beliefs, even when the odds are not in the leader’s favor. As our guest speakers have stated in one sense or another, â€Å"Communicating with clarity and direction should be the district’s vision. When making a decision, an effective principal asks himself/herself how the decision will impact student learning and proceeds with that thought as his/her focus. If the principal is clear in articulating and sharing his/her vision then the school community understands where he/she stands and where the school is headed. Communication in the building. Communication is critical in a principal’s job. Clear, consistent communication with students, staff members, parents, and the community is imperative to the role of a principal. Similar to the teaching and reinforcement of math and reading skills, policies, procedures, and expectations need to be taught, practiced, and reinforced to students and staff members. Successful principals indicate taking the time to teach the students, talk with them, and show them their expectations. Successful principals review over the student handbook and code of conduct to ensure that both student and parent have understood these policies. These discussions regarding their purpose also help in communicating expectations with students. When communicating with staff members, technology provides principals with the tools and ease to communicate with the staff members on a daily basis. DeBarbieri and Williams believe that communication is a critical feature of any endeavor in which people work in close proximity for a common purpose (personal commications, February, 2013). As stated by DeBarbieri, communication is crucial at faculty meetings, in emails to staff members, and on the parent webpage. He also stated that his belief is the theory of communication is moving in the direction of technology and the use of Facebook and Twitter software. Williams, she stated that communication is just as important. A principal should know themselves first and then get to know their staff members. (personal communication, March, 2013). However, these notes or quick emails do not take the place of friendly conversations, nor do they decrease the value of faculty meetings. Communication with parents and community is also imperative to a principal’s position. Communication via monthly newsletters or individual teacher webpage’s, help to disseminate â€Å"need-to-know† information to parents. Principals build/reinforce Professional Development Effective principals are knowledgeable about best practices and share these practices during faculty meetings, professional learning communities and conversations with individual and teams of teachers. A successful leader is often seen in the classroom and in discussions with teachers about the instruction being used. He/she also shares the success he/she sees happening in the school. A successful educational leader stays current with readings to ensure that best instructional practices are being employed for all students. For example, if ELA scores are a concern for a school, it is the leader’s responsibility to research best practices on reading and writing instruction and then share best practices with staff. Also, an effective leader uses data to hold him/her and the staff members accountable. By collecting data often, a leader is able to make informed decisions about teaching and learning to ensure all teachers strive for continual student achievement. The principal knows what professional development his/her staff needs and participates in the trainings. This unwavering focus on learning reminds everyone in the school community that academic success for all students is the purpose of schools. An effective principal can impact the culture of learning in his/her school when he/she makes decisions about scheduling. For example, teachers need to be given time to collaborate regularly. Scheduling common planning time for teachers sends the message that collaboration to improve student learning is important. During these times of collaboration, principals can provide support by attending meetings and participating in the professional learning community. Teachers need to know the principal does not have all the answers but is willing to work with the teachers to find the keys to helping each student achieve his/her best. Finding the keys to help each students may not lie within the school building; a principal may need to work with other districts, a regional BOCES, local colleges or other institutions to find what each student needs to achieve his/her potential. Collaborating with others allows a principal to maximize all his/her resources in a quest to do what is best for students. If schools are about learning, then the curriculum, instruction and assessments are the most important tools schools use on a daily basis. An effective principal is a part of the ongoing, cyclical nature of curriculum development. He/she ensures that assessment are rigorous and aligned to the curriculum, common core state standards, that data-driven instruction is used regularly, and that the curriculum is detailed enough so teachers know exactly what needs to be taught. However, the principal does not just oversee these processes; he/she is an active participant in all aspects of teaching and learning. The principal should be running faculty meeting where he/she will introduce common formative assessments, professional learning communities, common online areas for staff resources, and units to cover new Common Core State Standards. A principal may have teacher leaders to host mini lessons in the morning, where teachers could collaborate on 21st century learning skills, and to compare student data. An effective principal acting as a learning leader develops a school where excitement about learning and celebration of achievement is evident on a daily basis. â€Å"When learning becomes the preoccupation of the school, when all the school’s educators examine their efforts and initiatives of the school through the lens of their impact on learning, the structure and culture of the school begin to change in substantive ways† (DuFour,2002). As the principal shifts a culture to a focus on learning, he/she can then begin to recognize and grow teacher-leaders. These teacher-leaders act as ambassadors for the principal’s vision and assist in the learning culture for all teachers and students. Michael Fullan(2010) gives a clear view of what a principal as a learning leader looks like. Powerful principals are obsessed with the instructional core of personalized learning and getting results for each and every student. They make instruction a priority. They deal effectively with distracters. They create a culture of job-embedded learning. They help the school focus on a small number of core priorities they resolutely pursue while avoiding innovation overload (p. 14). This is an exciting time for exceptional teachers who love the classroom to use their expertise about teaching and learning in the role of building leader. When summarizing the area of professional development for instructional leadership, good principals: †¢ Hold frequent discussions about curriculum and instruction (ASCD, 1999); †¢ Encourage collaboration among teachers (ASCD, 1999); †¢ Provide opportunities for professional development both outside the school and within the school between colleagues (ASCD, 1999); and, †¢ Actively participate in staff development (Cotton, 2003). Principals share leadership Although the principal is ultimately responsible for building decisions, successful principals delegate, consult, and collaborate with staff members. With an overabundance of duties to manage, it is imperative for principals to trust their employees (assistant principals, teachers, paraprofessionals, clerical staff, and custodians) and to create committees to take on responsibilities for some of these tasks. In addition to making the principal’s job more manageable, shared decision making also helps in empowering teachers and creating a â€Å"buy in† for implementing change. Effective principals not only collaborate with staff members on decision making, but also encourage staff members to work together on instruction and curriculum best practices. If principals can be effective in creating a collaborative school with professional learning communities, then risk taking and learning takes place at all levels, thereby improving instructional practices. (DuFour, 2010) Time Management Considering the demands of the job of principal and the various roles that the principal is expected to play, it seems that prioritizing, time management, and organization skills are critical in helping the principal find a balance. The principal who prioritizes does not get buried by the demands of paperwork but instead uses the time when school is in session to visit with the students in school. The principal that continues to spend his/her time management skills might multitask by returning phone calls while driving between buildings and/or to the district office for meetings. The principal who is organized leaves his/her office with a clean desk every day. In addition to juggling duties during the school day, balancing the many hours needed to attend school and community functions with a family can be a challenge as well. To manage well, a principal must actively prepare, plan, organize, direct, model, evaluate, and improve (Speck, 1998, p. 20). Management duties of a principal include ensuring a safe and orderly school environment, having a working knowledge of the law, shaping a schedule and prioritizing a budget in a way that will help communicate his/her vision and goals, and managing the daily activities in the building (ASCD, 1999). A principal must have a hand in all of these duties, but the degree to which he/she is involved in each depends on a perception of the job (Mawhinney, n. d. ). The principal who enlists more help, and thus creates more personal choice in the area of management, will enjoy more opportunities in the critical area of educational leadership (Mawhinney, n. d. ). A principal’s job is not a 9 a. m. to 5 p. m. job. Consequently, a principal needs to be passionate about his/her work but also needs to find a balance between work and home. The role of the principal requires one to be active and think on his/her feet. This requires a fit mind and body. Reflecting on daily actions, keeping abreast with professional development, reading and engaging in a stress relieving activity, such as exercise, are all activities that can help the principal manage his/her workload (personal communication March,2013). It is important to remember that the principalship should not define the person but rather the person defines the principalship role. If the principal reflects often, then he/she will learn to find a healthy balance by prioritizing and managing his/her time. Conclusion: Effective Principals Make a True Difference â€Å"School leaders are critical to helping improve student performance. Research now shows that leadership is second only to classroom instruction among school-related factors that influence student outcomes† (Educational Leadership Policy Standards: ISLLC, 2008, p. 9). Principalship requires flexibility in juggling the many roles that requires the principal to play. In reflecting on the information retrieved from guest speakers, class presentations, interviews, books, journal articles and observations, the following conclusion can be drawn: If the principal is able to balance being an instructional leader, a manager, the creator of a positive climate and culture, a visionary, an ambassador, a communicator, a collaborator, and a real person, then I he/she is likely to be a successful principal. When a principal learns to build good relationships, becomes a good listener, learns to plan his/her actions before reacting, has good mentors and trustworthy friends in his/her corner, and continues to have a solid plan of action, students will learn! References Alvy, H. , & Robbins, P. (2005, May). Growing Into leadership. Educational Leadership, 62, 50-54. Bergman, D. and Jorgensen, M (2013, February 4). [EAD610 class article share presentation]. Blankstein, A. M. (2004). Failure is not an option: Six principles that guide student achievement in high-performing schools. Thousand Oaks, CA: Corwin. Cavino, D. and Nower, C. (2013, March 11). [EAD610 class article share presentation]. DeBarbieri, J. (2013, February 25). [Personal interview]. Determining/confirming eligibility for McKinney Vento [Fact sheet]. (2012). Retrieved March 13, 2013, from National Center for Homeless Education website: http://center. serve. org/nche/ibt/sc_eligibility. php Dolson, K. and Regan, K. (2013, February 11). [EAD610 class article share presentation]. DuFour, R., DuFour, R. , Eaker, R. , & Karhanek, G. (2006, 2010). Learning by Doing: A Handbook for Professional Communities at Work. Bloomington, IN: Solution Tree. Harris, S. L. , & Lowery, S. (2002, May). A View from the Classroom. Educational Leadership, 59, 64-69 Keim, J. and Nephew, J (2013, February 25). [EAD610 class article share presentation]. Lunenburg, F. C. (2010, Summer). The Principal as Instructional Leader. National Forum of Educational and Supervision Journal, 27,1-6. Luthouser, E. (2012, May). [Personal interview]. Marzano, R. J. , Waters, T. , & McNulty, B. A. (2005). School leadership that works: From research to results. Alexandria, VA: Association of Supervision & Curriculum Development. Mawhinney, H. B. (n. d. ). A Framework for Reflection on the Principal’s Domain: Choices, Constraints and Demands. EAD 610 School Principalship Reading Packet. Reeves, D. R. (2007). The daily disciplines of leadership: How to improve student achievement, staff motivation, and personal organization. San Francisco: Jossey-Bass. Renfrew, E. (2013, March 4). [Personal interview]. Salopek, J. J. (2011). Make parents you partners. Education Update, 52(2). Sajnog, K. (2013, February 11). [Personal interview]. Silvia, H. and Pawlewicz, D. (2013, March 4). [EAD610 class article share presentation]. The principal perspective: full report. (April 2012). Retrieved March 12, 2013, from The Center for Public Education is an initiative of the National School Boards Association. website: http://www. centerforpubliceducation. org/principal-perspective Wallace Foundation. (2013, January). The School Principal as Leader: Guiding Schools to Better Teaching and Learning. The Wallace foundation, 1, 1-18. Retrieved May 5, 2013, from http://www. wallacefoundation. org/knowledge-center/school-leadership/effective-principal-leadership/Pages/The-School-Principal-as-Leader-Guiding-Schools-to-Better-Teaching-and-Learning. aspx Whitaker, T. (2012). What Great Principals Do Differently: Eighteen Things That Matter Most. Larchmont, NY: Eye on.

Vietnam (during WW2 Ho Chi Minh rescued pilots) Anti communist...etc Assignment

Vietnam (during WW2 Ho Chi Minh rescued pilots) Anti communist...etc - Assignment Example United States of America Intelligence departments use various principles that aid them to determine what the adversaries are thinking and what is their next plan. The therefore should be able to collect all the information that the enemies have pertaining the planned attack. Intelligence services use various principles as far as intelligence activities are concerned; prioritization, which involves ensuring that the most pressing issues are sort out first and the available resources should be applied to those tasks; excellence, intelligence participants should strive to obtain the best results always; prediction, a process that involves future outcomes of the intelligence activities; agility, which is the principle that involves shifting from one activity instantaneously but still solving the past issues; Collaboration, which is a principle that involves consulting with other analysts and fusion, which is a principle of intelligence that involves the process of collecting and examining resources from all the available sources. In the recent bombing that occurred in New York on September 11, 2001 was a very open example of how some intelligence principles discussed above were not fully applied. It is believed that the attack was conducted by Islamic terrorists but more and more intelligence services are bringing forth contradicting information regarding that attack. It killed many people and this sent an alarming security weakening among the US intelligence services. The principle that was overlooked was the collaboration principle since all departments didn’t collaborate to share the intelligence information which caught them

How Far were the Parlements Responsible for Bringing About the End of Essay

How Far were the Parlements Responsible for Bringing About the End of the Ancien Regime - Essay Example This essay declares that the rage of Parlements against the government, the economic collapse and the financial downturn of Frenchmen paved way for the commencement of revolution. All these events took rise during the regime of King Louis XVI, debilitating the extent of his influence on the masses. Amongst all these factors, the parlements owing to their contravention against the King, are considered to have prominently led to the initiation of this revolution. This paper sheds light on the extent to which the parlements could be held responsible for bringing about the end of the Ancien regime. It also illuminates the motivation that made the parlements to take this stance against the government particularly in the era of the King Louis XVI. This paper stresses that the magistrates of court having prominent authority during the Ancien regime were referred to as the Parlement. Doyle elaborates, â€Å"the parlement of Paris was the highest court of appeal in a vast jurisdiction covering approximately one-third of the kingdom† . Parlements were the magistrates assigned by the government to register any law passed by the ruler and also, generally, to provide judgments on the cases that were brought before them. This is not to be implicated that parlements were merely unauthorized people working under the king’s dominance. Rather, these happened to be noble and prominent figures of those times, highly respected by the society as well as the government.

The Issues Surrounding Muslims in the West Term Paper

The Issues Surrounding Muslims in the West - Term Paper Example Still, it is quite unfortunate that the Western media has largely stuck to quite a prejudiced and controversial approach in portraying Muslims over time which has only served to aggravate the already devastated conditions encountered by masses of innocent Muslims living in the US and European countries. There is no denying the fact that everyday Muslims in the West are marginalized for the actions of a few extremist groups. It is an established however grave reality that in the present day world, more and more people are losing their patience with religions and all the vivacious debates that come along with them. People are tired of listening to animated critics arguing among themselves on whose religion is better than whom and do not care much about what is the reality of each major religion in this age of fierce competitiveness and materialism. Even the Western countries today cannot be called primarily Christian countries because the majority is composed of secular people leaning towards atheism. In such circumstances, it has become substantially hard for practicing Muslims living in the West to convey their message, fears, concerns, and requirements to largely unresponsive and nonchalant non-Muslim majorities. It is virtually impossible for them to get significantly unreligious non-Muslims to pay attention to the obstacles encountered by them let alone remake their minds about Islam. It is not just following 9/11, but long before that sorry incident Muslims in the Western countries have remained victims of unjustified aggression. However, it is true that western aggression and intolerance picked momentum after the 9/11 attacks and the rate of issues targeting innocent Muslims reached its climax. Despite many empty arguments put forward by prominent Western politicians that their problem is not with Islam, truth is that practicing Muslims are more under attack than non-practicing Muslims. Hijab is a highly sacred Islamic practice for Muslim women and the rou tine adamant Western contempt and criticism for this practice is highly objectionable.  

Mess at the stadium Essay Example | Topics and Well Written Essays - 750 words

Mess at the stadium - Essay Example In this case, it can be noted that James and Christopher triggered the pandemonium that broke at the stadium when they blew their vuvuzelas after their team, the Riders had scored. Hundreds of supporters were killed and others injured while Christopher and James were among those who lost their lives. The grandmother, mother and father of the boys subsequently suffered from nervous shock (psychiatric injury). Against this background, this essay seeks to describe while giving reasons the approach that can be taken by a High Court judge towards claims of nervous shock by the affected people in view of the cases that are going to be analysed below. In view of this case of Dulieu v White [1901] 2 KB 669 which involved a pregnant barmaid who suffered severe shock after the defendant’s servant drove negligently into the public house, it can be noted that the High Court upheld her claim. The case involving the grandmother, mother and father of the boys may as well be upheld in as far as claims for nervous shock are concerned. In this case, the defendants are the police officers who had a duty to safeguard the interests of the soccer fans who were packed in the stadium. The subsequent pandemonium that killed hundreds of people while injuring others was not a result of their negligent behaviour. In actual fact, the horses were frightened by the noise of vuvuzelas that were blown by James and Christopher. It can be noted that these two boys are the ones who triggered the situation that resulted in loss of life of innocent people including themselves. Indeed, the defendant has a duty not to frighten the plaintiff by his negligence whereby it can be noted that the blame does not lie in the police but in the boys’ action that frightened the horses. If it was not because of their action, this disaster could not have happened. It the case of Alcock v Chief Constable of South Yorkshire Police [1992] 1 AC 310 concerned a FA Cup semi-final match at Hillsborough Stad ium, between Nottingham Forest and Liverpool in April 1989, at which 96 people were killed and over 400 physically injured in a crush caused by negligent crowd control by the police. To a certain extent, it can be said that the conduct by the police in controlling the crowd in the case involving James and Christopher was negligent given that there is wild cheering when another team scores especially with regards to big matches and the police should always be watchful for such incidences. In the first place, they allowed the boys to get into the stadium with vuvuzelas which meant that they could be blown. The failure to control their horses amounts to negligent behaviour since people watching matches are over excited at times. Thus, only parents and spouses might claim for nervous shock and the claimants in this case can show a â€Å"sufficiently proximate† relationship to the person killed or injured as can be noted from their closeness with the deceased. McFarlane v EE Caled onia Ltd [1994] 2 All ER 1 involves a plaintiff who has witnessed colleagues dying in agony following an oil rig explosion. However, the court of appeal applied the rule by the House of Lords in Alcock where the claim failed because the claimant was not a rescuer. In the same vein, the claims involving the mother and the grandmother may fail to materialise given that they just watched the situation unfolding on television and they are not part of the rescue team. Somebody who physically experiences the action directly stands better chances of winning the claim since he will be part of the horrific events than someone merely watching from a distance. The mother and the grandmother are not even closer to the scene since they are just watching the events on television while at home. As far as the above case is concerned, the claim by these two may not materialise since they are not directly involved especially in rescuing the affected people who have been injured in the stampede that e nsued after the police horses have been frightened by the noise of the vuvuzelas and ran amok causing

Question 3 Essay Example | Topics and Well Written Essays - 1500 words

Question 3 - Essay Example It is necessary for every organization to have its own structure for the purpose of ensuring effective operation. In simple words, the organizational structure is the hierarchy of the organization’s function and its people. Moreover, it also reflects the values and characters of an organization. Depending upon the values and objectives, an organization tends to adopt one of the following organizational structures. This study seeks to investigate about the type of organizational structures and the importance of organizational structure in the modern days. This study will also shed light on whether there is an appropriate institutional structure for certain sectors? For example, the question to be analysed is - in the automotive and the rapid consumption industry do we expect the structures of these institutions to be any different? In addition, the study will also investigate whether an organization's structure should change due to the shift in environmental conditions? In orde r to analyse the questions the study will depend on the secondary result and ultimately will draw a conclusion. Discussion Every organization needs to have a particular structure in order to operate efficiently as well as systematically in the market place. ... The bureaucratic structure is further divided into three structures namely pre-bureaucratic structures, bureaucratic structures and post-bureaucratic structures. Organisations following pre bureaucratic structures lack standards and are usually visible in start up companies or small companies. Pre- bureaucratic structures are highly centralized and usually there is a sole decision maker. On the other hand, bureaucratic structures have a certain level of standards. This is usually practised in large organization with complex management. Organization following post-bureaucratic structures also put strict management into practise, but they are enthusiastic in adopting new methodologies and ideas as well (Huber, 2005). Functional Structure Organizations following functional structures have their organization divided into different segments as per the functions of the departments. Moreover, the manager or the supervisor of that department also comes from the same background or same filed. As a result of this, organizations embrace the ability to enhance efficiency of the entire organization by appointing and allocating specialized person in each department. For example, in a software company the entire recruitment and selection process of the software engineers are done by the existing software development teams of the organization. In this way the supervision and management of this group becomes effective. Functional structures are mostly visible in organizations with large scale operation (Maguire, 2003). Divisional Structure In this type of organisational structure, companies divide functional areas into different divisions. Each of the division is provided with their own resources in order to ensure they perform their functions and

Bullying and harassment can be a problem in healthcare workforce Essay

Bullying and harassment can be a problem in healthcare workforce culture. Create a position statement addressing the role of the - Essay Example Dealing with such issues is primarily necessary in order to develop a healthy work culture within the organization (Bullying and harassment at work: a good practice guide for RCN negotiators and health care managers, n.d., p.1). The present study addresses the role of healthcare organizations and their team members in response to issues arising from bullying and harassment, relevantly discussing on the ANMC competencies as well. Bullying and Harassment in Healthcare Organization: Bullying generally involves making wrong use of one’s power to frighten or hurt the feelings of others who are less powerful. Such behavior is usually malicious and insulting in nature, and nurses in organization are most commonly the victims of such behaviors. Harassment is essentially different from bullying in that it involves intentionally affecting the self-respect of men and women working in organizations. Bullying and harassment are either targeted to individuals or they may affect individuals in groups. Although effects of such acts might vary with individuals, but in general, they negatively affect the self-respect and esteem of individuals and make it difficult for them to effectively perform while they are present in the organization (Barber, 2012, pp.299-300). ... equently, the quality of care in the organization also gets affected, along with poor job satisfaction of the employees, increased turnover, and professional disconnection (Vessey, DeMarco and DiFazio, 2011, pp.134-149). Thus it is essential that measures are considered to prevent and control such incidents to achieve enhanced performance and quality of care which holds the greatest priority in a healthcare organization. ANMC Competencies: It would be suitable to discuss the ANMC (Australian Nursing and Midwifery Council) competencies that focus on the role of healthcare organization in addressing challenges of bullying and harassment in the work culture. The standards set by this council clearly states the assessment needs of competencies of nurses and the expectations that the organizations have from them in meeting the demands of effective healthcare delivery. Thus based on national competency standards, nurses have to deliver as per the legal policies of healthcare delivery, be a ccountable for their activities and performance, recognize practices that are unprofessional, works ethically, integrates organizational polices and guidelines along with the standards of the organization, maintain the organization’s culture, values and dignity, make effective use of available resources, integrates nursing knowledge and skills towards effective healthcare to patients, participates in improvement of healthcare quality, participates in the development of organization and profession contributing positively towards the profession of others as well, conducts assessment on nursing delivery, plans to achieve organizational goals in an integrated manner focused on continuity of care, responds effectively to changes in nursing behaviors and standards, assists others for better

COMMUNICATION AND SOCIAL CHANGE IN CHINA Essay Example | Topics and Well Written Essays - 2000 words

COMMUNICATION AND SOCIAL CHANGE IN CHINA - Essay Example A large number of new operas on modern and historical themes were created, and previous operas continued to be performed. As a trendy form of art, opera has often been the foremost of the arts to highlight transformations in Chinese policy. For instance, in the middle period of 1950, it was the first to gain from the Hundreds Flowers Campaign. Identically, the November 1965 criticism on Wu Han, the deputy mayor of Beijing and his historical play indicated the start of the Cultural Revolution. In the Cultural Revolution, a large number of opera soldiers were dismissed, scriptwriters and performers were singled out, and all operas apart from the eight model operas endorsed by Jiang Qing and her partners were outlawed. Also, Western-style plays were damned as poisonous weeds and dead drama and were not presented. After the demise of the Gang of four in 1976, Beijing opera was restored and continued to be an extremely admired form of entertainment both on television and in theaters (Chu, 1977). This paper will discuss the role of revolutionary model operas in the 1960s and 70s in the People’s Republic of China. ... Therefore, if people were to comprehend the features of modernity, that is, the life situations developed by the modern societies and institutional elements of modern societies, then they should give a core responsibility to the establishment of communication media and their effect (Thompson, 1995a). In addition, there was a revival of the Western-style Theater following the Cultural Revolution. A large number of works that were created, and banned and revised from abroad and China were restored in the national collection. A large number of the new acts stressed at the perimeters of imaginative freedom and were condemned and commended, on the basis of the political situation. One of the most vocal of the novel class of playwrights was Sha Yexin. He developed a contentious play, The Imposter, in 1979, which dealt unsympathetically with the prerequisites and favoritism given to party associates. In addition, the most widespread entertainment for the Chinese citizens prior to the revolu tionary model operas in the 1960s to 70s entailed public gatherings, art shows, and fireworks displays. Individuals felt tremendous happiness and derived inspiration among the cheering crowds. For instance, Yangge stilt walking and performances became admired shows. The people of People’s Republic of China enjoyed engrossing themselves in carnival groups, in which they felt a rousing spirit of unity. In addition, filmmakers erupted into new eagerness to develop novel performances. Also, this period saw Chinese filmmakers developed a sizeable amount of movies (Clark, 2008). Context in Which the Case Became Significant The people of the People’s Republic of China went through a strenuous period during the 1960s and 1970s. The natural catastrophe during the initial three years

Equality Act Essay Example for Free

Equality Act Essay Learning intentions: Investigating the legislation that protects all groups covered Breaking down the key features of the legislation Assessing the ways in which the legislation addresses their needs Evaluating the strengths and weaknesses of the legislation To consider how a range of care workers would use anti-discriminatory practise Success Criteria Can I name the legislation that protects all groups covered? Can I explain the key features of this legislation? Can I assess how this legislation meets the client’s needs? Can I evaluate the strengths and weaknesses of this act? Research Questions: 1. New definitions of discrimination As well as direct discrimination, indirect discrimination, harassment and victimisation The Equality Act outlines three new categories of discrimination that certain groups of individuals are protected against. Define the three additional types of discrimination below: 2. Who is protected under the Equality Act (protected characteristics)? a) Age- The Act protects employees of all ages but remains the only protected characteristic that allows employers to justify direct discrimination, i.e. if an employer can demonstrate that to apply different treatment because of someones age constitutes a proportionate means of meeting a legitimate aim, then no discrimination will have taken place. The Act continues to allow employers to have a default retirement age of 65, as long as the default retirement age remains. b) Disability- The Act includes a new protection arising from disability and now states that it is unfair to treat a disabled person unfavorably because of something connected with a disability. An example provided is the tendency to make spelling mistakes arising from dyslexia. Also, indirect discrimination now covers disabled people, which mean that a job applicant could claim that a particular rule or requirement disadvantages people with that disability. c) Gender reassignment- It is discriminatory to treat people who propose to start to or have completed a process to change their gender less favorably, for example, because they are absent from work for this reason. d) Marriage and civil partnership- The Act continues to protect employees who are married or in a civil partnership. Single people are however not protected by the legislation against discrimination. e) Pregnancy and maternity- The Act continues to protect women against discrimination because they are pregnant or have given birth. f) Race- The Act continues to protect people against discrimination on the grounds of their race, which includes color, nationality, ethnic or national origin. g) Religion or belief- The Act continues to protect people against discrimination on the grounds of their religion or their belief, including a lack of any belief. h) Sex- The Act continues to protect both men and women against discrimination on the grounds of their sex. i) Sexual orientation- The Act continues to protect bisexual, gay, heterosexual and lesbian people from discrimination on the grounds of their sexual orientation. http://www.fpb.org/hottips/601/The_Equality_Act_2010:_protected_characteristics_and_types_of_discrimination.htm 3. Research examples of discrimination and place them into the chart in the correct place Type of Discrimination Example Direct discrimination For example, when people are treated less favorably than others because they have some ‘irrelevant’ characteristic; i.e., they are from a different ethnic background or belong to a religious minority. Indirect discrimination For example, a dress code that requires women to wear a knee length skirt (which has no direct relation to their ability to carry out their work) could be indirectly discriminatory against women from certain cultural or religious groups. Harassment Victimisation For example, a person is victimized (punished or treated unfairly) because  they have made a complaint, or are believed to have made a complaint, or supported someone who has made a complaint (this is a form of harassment). Discrimination by association For example, refusing to promote a woman who has some caring duties because her mother has recently had a stroke is discrimination arising from association. Perception discrimination For example, a heterosexual man who has a gay friend cannot be discriminated against because someone believes (wrongly) that he is also gay. Third party harassment For example, a waitress of Asian origin has complained on several occasions to her employer that a particular customer has been making racist remarks to her. The employer should take steps to protect the employee from harassment by a third-party, such as banning the customer from the restaurant.

Goin’ Cholita Essay Essay Example for Free

Goin’ Cholita Essay Essay Goin’ Gangsta, Choosin’ Cholita, by Nell Bernstein, is claiming identity and describing how the youth in certain parts of the country are choosing their preferred identity rather than accepting their own. For example, in Bernsteins essay a girl named April, living in California, wants to be Mexican; therefore, she dresses like and attempts to talk in the same accent as a true Mexican, even though she is Anglo. I agree with Bernstein that people are influenced by what they see and hear. April portrays a perfect â€Å"cholita,† with her â€Å"dark lipstick,† â€Å"even darker lip liner,† and â€Å"baggy pants, blue plaid Pendleton and her bangs pulled back tight off her forehead. † I also believe, like Bernstein, that people claim only part of their ethnicity to fit in. Even though April looks and acts like a Cholita she is of â€Å"Anglo† descent. The essay also specifically talks about the state of California, where all this identity changing is happening due to the great diversity of race here. Bernstein claims that this is a positive situation when youths choose an identity other than their own identity. Whatever makes them feel better or boosts their self-esteem is okay, I guess? However, they still have to face the facts; they cannot change their identity. I do not know what dictionary Bernstein is reading, but the definition of identity does not include the word appearance. Identity is who a person is, not who they appear to be. Nell Bernstein does a very good job in describing the â€Å"glamour,† associated with race. It seems, there is always a particular culture that many people want to be associated with and hang around. In the case of Goin’ Gangsta, Choosin’ Cholita Bernstein talks about how teens choose and define their identity, what â€Å"claiming,† an ethnic identity is, and what the concept of â€Å"city† is according to these teens. Bernstein explains that as time goes by the suburbs are becoming more diverse, and people in the suburbs have become infatuated with the â€Å"city life†. The glamour of this may be media-generated. We come from a society that pushed for the concept of â€Å"white is right,† for such a long time that now there are backlashes from other cultures, races, and minorities. Many great strives have been made by various ethnic groups. Accomplished actors and actresses of these ethnic cultures make most often these strive for all to see because of the glamour and prestige that they hold in Hollywood. Actresses such as Jennifer Lopez, and Halle Berry are most often credited with moving ahead both women, and those of Latino and African descent. Men such as Denzel Washington and John Leguizamo are very well respected actors in the field as well. With the success of these role models, as well as the acceptance of diversity has become many â€Å"Caucasian† students are now being rejected. Many of the relatives and ancestors had to fight very hard for their rights and this may be why many younger generations want to be like them because they can identify with them and also because of how â€Å"glamorous† their lives seemed, and because of portrayal in the media. They â€Å"claim† these cultures to be accepted and more respected. Actually many generations of these cultures do press the importance of filial piety (respect for their elders), deep within their cultures as opposed to those of Caucasian families who viewed by other cultures, do not know â€Å"their† place. Because of the emphasis on heritage of the quickly populating cultures in their areas, many feel they do not belong. Because of this nuclear family as opposed to multi-generational, many cultures could clash. Glamorous is a life where everyone else belongs because of how he or she looks or what ancestor they have which entitles them to prestige, finally because of the long awaited freedom and hardships that they had to endure to get there. Embrace your family; you are one of us if you are in any group of people. Look at movies like The Godfather. Italian-Americans involved with the Mafia worked hard for family to be able to provide for them, but were also caught up in some bad stuff. Italians/ Italian-Americans who ran around shooting on behalf of who they were, as well as against those of the same culture that was at odds with them. It seemed like a very glamorous life even though those involved would say that it was far from it. Many cultures today or those who want to be involved in these cultures, adorn themselves with stereotypes and simply to be accepted, as Bernstein states, â€Å"they are very young but may not understand the full comprehension of all that was involved, it may be the influence of being tough, bad, and able to bounce back with a greater force that these teens look for. † They are at a very young age and are still growing. The ability to take on these preset identities (stereotypes) may feel that it helps them find out who they are because adolescence is a very unsure time. The ability to fit-in such as school, friends, and communities also play a very critical role in the development of an adolescent. Many kids who are raised in the suburbs now a days feel as if they have to choose a â€Å"crew† to hang around. Even the white kids do not feel safe in their own streets unless they are hanging with the bad crew. Kids feel the need to choose what group they belong to based on the way they dress, what music they listen to, and whom they see as a role model figure. Kids should not be forced at such a young age to claim something they are not. Children should be proud of the race they originally are. With the growing amount of races becoming more diverse in not only in the suburbs but around the world, it is important for parents to enforce the values of nationality. The author made it very important to write this article in order to show people the truth behind color. Although it may be easier for a child to join a group and feel accepted, they should also know that they would not truly be accepted until they accept themselves. Cultures are becoming more and more diverse. Although culture is constantly changing, people should not change their personal values in order to feel accepted. In conclusion, I feel the media does play a role in stereotyping these cultures and making them seem more glamorous, but the actual families of those from the actual cultures (Latino, African, etc. ) stress the importance of filial piety. This respect for ancestors joined with expectations and role models in the media can make this seem more glamorous. Adolescents that are trying to find out who they are in a very critical time in their lives often fall back onto this because identity already seems â€Å"preset,† and is easier to follow that finding out one for their self. Many Caucasian teens are being ridiculed because of what they are and history, so they often desperately pull from what they know to be able to fit in better and not be ridiculed as much, but more accepted. With cultures melting together today and many marriages creating children of various backgrounds, it can be very confusing for children of these higher populated states to find out who they are. The glamorous look may come from the comradely that these cultures have for members within. It may be looked at as glamorous because of the popularity of its members or even how it is shown in the media, but it is most glamorous for those who are not of the decent because they finally have a place to belong among those who accept them because of it.

The Life And Marriage Of Hosea Religion Essay

The Life And Marriage Of Hosea Religion Essay Hosea was a prophet who lived and prophesied just before the destruction of Israel in about 722 BC. During this time, the prophet Hosea was preaching in the Northern Kingdom of Israel. He began his work as a prophet after Amos. This was probably before the end of Jeroboam IIs reign. It is believed that he continued to reign until after the Assyrian had captured Samaria in around 721 BC. It was the troubled times before the fall of Samaria. The writer says that, during this dangerous period, Hosea seemed to ignore threats that the Assyrians had imposed. Instead he was very much concerned on what he sees as root causes of Israelites problems. He further says that Hosea loved the land, he loved his people and he was sure that God loved them too (Drane, 1987:126). It seems as if he was especially concerned about the idolatry of the people and their faithfulness towards God. THE MARRIAGE OF HOSEA If we read Hosea 1:2f, we see how the Lord first spoke to the nation of Israel through the prophet Hosea. God gave Hosea the message that was seen through a personal tragedy in his on life. The message that he received from God was that he should go and get married to a woman called Gomer. He was also told that his wife would be unfaithful. But Matthews argues that, was Hosea a Levite? If he were a Levite, it would mean that he was not going to do the duties or perform in the Northern Kingdom as a priest due to the sins of Jeroboam that would exclude him from the cult. (the sins of Jeroboam were the actions taken by King Jeroboam I to establish a separate identity for the northern kingdom. These sins became the hallmark of an evil king) (2001:182). Nevertheless, Matthew asks a question in his book whether Gomer was a prostitute before Hosea married her. He argues that if Gomer was a prostitute, then the tension between his prophetic role and his priestly background would be heightened, since a Levite would have been forbidden by law to marry a prostitute according to Leviticus 21:14-15. He does not agree that Hosea was a Levite for the metaphor to work. However, the writer argues that Hoseas dysfunctional marriage was serving as a metaphor for Yahwehs bad relationship with Israel (2001:75). Some scholars believed that Hoseas wife Gomer was a temple prostitute that the prophet would marry. This was according to his own understanding of Gods relationship with his people Israel. However, scholars believe that her sexual behaviour was quite unexpected. There after Hosea married Gomer as a wife, the daughter of Diblaim. Hosea bears three children to his wife, however, in chapter 1:3, the Bible states that Hosea went and took Gomer and she conceived and bore him a son. We therefore see that the bible says that she bore him the first son, but the rest of the children are not clear. It seem as if Gomer got the other two children out of prostitution as seen in other scholars like Wellhausen, who argues that when Hosea was marring his wife, he did not realize that the wife was unfaithful till after the birth of the children (Bentzen, 1959:131). These three children were given symbolic names that would convey a message about the ruin of the nation. In 2 Kings 9:15-26, the first-born was called Jezreel. He was given this name as a reminder about the strategic valley where Jehu had defeated the son of Ahab. This simply meant that the King who was there during that time was a descendant of Jehu, who owed his power to Yahweh. And Yahweh could easily get his power. It is believed that this valley was the most fertile place of Israel. Moreover, in Hosea 2: 9, Yahweh says that He will take back all his gifts. This name Jezreel was like a warning that the covenant between God and Israel will be dissolved. In fact the name Jezreel was a prophecy name following the destruction of the dynasty. The second born was given a name called unloved. The second child symbolizes that Yahweh would not have pity and have no mercy after the unfaithful. This was a declaration that the people of Israel seemed to have gone beyond the love and forgiveness of God. In Hosea 1: 6, it clearly shows that Yahweh lost his patience with his people. It was during this time that Hosea was condemning the social injustices of his time. The other was called not my people. The Israelites identity as Yahwehs people was cancelled. Israelites were very proud of themselves as Gods chosen nation. According to Hosea 2:8-9, we see how God had made a promise with the Israelites that He would give them land and children. It was the covenant that God had made with the people of Israel. However, the people of Israel had destroyed the covenant by been unfaithful to Yahweh. For them to have abundant harvest, they started to worship other god called Baal. (Matthews 2001: 75). By so doing, the people of Israel believed that they would become prosperous and have bumper harvest by observing the fertility rites of Baal worship. In addition, these same rituals took part in the very same sexual indulgence that had badly damaged Hoseas marriage life. As Gomer says in Hosea 2:5, the people of Israel would say that, I will go to my lovers they give me food and water, wool and linen, olive oil and wine. This was how the people of Israel who had turned away from God were thinking about their god Baal. They had turned away from God and start worshipping other gods like Baal because of what they could get out of him e.g. things like prostitution and the love of money. Even though things were like that, the prophet Hosea had known that it was Israelites own God Yahweh who all the things as seen in Hosea 2:8. From the above passage mentioned above, we see that during this time, the people of Israel were acknowledging Yahweh only with their lips while their hearts were far from God. A lot of people were practicing syncretism during this period because they worshipped both Yahweh and Baal at the same time. These people involved themselves in different activities that were against God as mentioned above. It was at this particular time that the Israelites had lost their spiritual faiths. WHAT DOES HOSEAS MARRIAGE SYMBOLISE? In this narrative I hold the view that this was historical. The narrative actually reflects Hoseas experience in his life. This was a story that would portray a teaching. This was so because if Hosea had married a prostitute, most people would have condemned Hosea for marrying a prostitute. Moreover, some scholars suggest that Gomer became a prostitute after marriage (Hosea1: 2). However, Pfeiffer states that the first wife that Hosea had married was not a prostitute but she was a foreign woman, Gomer from Diblataim in Moab. He further argued that the woman in chapter 3 was a second wife. This was the one who was a real prostitute. He says that the first marriage shows the failure of Israelites with the national God El eljon in Jerusalem, while the second shows the failure with the tribal God Yahweh. He assumes that the two chapters speak of different women, and says that a second woman was a common streetwalker who was purchased by Hosea at the price of an ordinary slave. The woman was kept privately for a long time as a symbol of Israels impending loss of kings, prince and cultic implements, he said. Pfeiffer mentions that the first two chapters did not mean that Gomer was a prostitute, he explains the word wholedoms as religious apostasy as seen in 12,4 and 6 cf 4,12 and 5,4b. According to him, the wife and children were involved in (religious) fornication because it was believed that the whole land was in such a state. Other scholars suggest that the chapters mentioned above, the Hebrew word prostitute means fornication while Hosea 1:4 means adultery. This would suggest that the prophet did not marry a prostitute. They suggest that Gomer became a prostitute later. Some scholars still would suggest that Gomer was not a commercial prostitute but a Temple prostitute. Therefore she was not immoral character. The story portrays that Hoseas marriage was a symbol of the relationship of Yahweh and his people Israel. This gives us a clear picture as a symbol to the Israelites of their adultery against their husband, God. In Hosea 1:4; 2:1 is about the message of Hosea. We read how Gomer had left her husband and went after men. When Gomer left, Hosea was annoyed with her, but later she was forgiven. Hosea 3: 1f states how Gomer was brought back from slavery and Hosea accepted her as his wife. Here we see how much love Hosea had for his wife and would not let her go. In the same manner, Yahweh has much love for his people, no wonder why it was his wish to bring the people and redeem them. From the message above, it shows that Hosea used his marriage to show the love of God to his people. The bible tells us that God loved the Israelites despite their sins against God. I therefore agree with some scholars who say that Gomer became a prostitute after the marriage. This is so because God would not commend his servant to marry a prostitute woman. Von Rad suggests that if a woman is adulterous, it does not necessarily mean that she is a prostitute. He further says that a woman took part in Canaanite fertility rites. CONCLUSION Hosea is believed to have lived after the fall of Samaria in 721. His main message was probably due to the perplexed period when Jehus dynasty came to an end ca.745. He says though the Israelites were unfaithful to Yahweh, He never rejected them. From the story above Hosea used his marriage to show Gods love to his people. His marriage portrays that it was a symbol of the relationship between Yahweh and his people.

Gangs - Gang Members Need Love :: Argumentative Persuasive Essays

Gangs - Gang Members Need Love Although gang members insist that gangs are the only way to ensure success today, others maintain that the only way to survive is to eliminate them. Many gangs threaten the safety of everyone in their 'hood (territory or neighborhood). Innocent people living in gang war-torn towns live in constant fear of death. However, for children who have no one to look up to and no future to look forward to, gangs can become their surrogate family. Gangs are not only a set of friends or a nights activity. Gangs are a way of life. There is no way to eliminate them, but changing the violent nature of many gangs is possible. Admittedly, gangs cause many serious problems, but they could end up helping more people than they hurt. A gang can be defined as a group of people who unite to serve a common purpose and engage in violent or otherwise criminal behavior. (http://www.ci.torrance.ca.us) The types of crimes committed by gang members differ between gangs, but the crimes generally associated with gangs include vandalism, robbery, drug-trafficking, assault, arson, and murder. There are many reasons why teenagers may join gangs. The root causes of violent gang formation are poverty, stressed families, unemployment, under-employment, under-education, racism, and the breakdown of sociocultural institutions. (http://www.instanet.com) Many people join gangs for protection from violent people in other gangs. (http://www.public.iastate.edu) Other people join gangs for the sense of family that comes along with it. The youth gang satisfies a void - the child's desire to feel secure. It provides the child with a sense of identity, belonging, power, and protection. The gang provides a protective barrier against the outs ide world. (http://www.highways.com) Gang life is dangerous and often deadly for the people directly involved and for their friends and family. However, not all those maimed or murdered are gang members or those connected with them. Innocent people are often caught in the crossfire and injured or killed. In some areas, as many as half of the victims of all gang murders are innocent bystanders. Their only mistake is being in the wrong place at the wrong time. (Osman 53) As Detective T. Wessel told the LA Times in October of 1991, "It's like bullets are flying everywhere. And where they land, heaven only knows." (Osman 55) Each gang has its own turf and graffiti marks its boundaries. Anyone not belonging in the area and who resembles a rival gang member may become the subject of an attack.

Essay --

Jane Eyre-- Life at Lowood In â€Å"Jane Eyre†, a classic by Charlotte Bronte, the little girl Jane lost her parents and was adopted by her uncle Mr. Reed who also died soon after. Poor Jane was left to be taken care of by her selfish and cruel aunt who viewed her as a burdensome and wicked child. At Gateshead, none of her cousins were nice to her, and therefore getting bullied was usual. As a result of their conflicts Jane was sent to Lowood, an institution for orphan girls where they could receive strict education and be trained to become disciplined young women. The bad conditions there did not let Jane lose faith as she made a genuine friend whose name was Helen, and met a kind teacher called Mrs. Temple. They gave Jane love and hope in such a cold world, which made her harsh life endurable. By the end of the essay it will be proven that Jane’s life at Lowood has shaped her development as a young woman and bildungsroman. At first, Jane’s life at Lowood was no better than her life at Gateshead. According to the author, â€Å"Many a time I shared between two claimants the precious morsel of ...

Looking at a Growing City :: essays papers

Looking at a Growing City In her lecture, Ms. Gretchen Schneider gave an in depth study of the changing uses of space in the development of the city of Boston. Her study involved a look at the history and land of the city and how they informed the decisions made regarding development and change in the city. In Jack Ahern’s lecture, he discussed landscape scenarios, which included a look at the different spatial concepts of landscape planning. Both lectures included information that could be extracted and applied when analyzing the development of any city. In this paper, I will be applying the ideas they presented in my own brief analysis of the development of my hometown, Nashua, NH. Nashua, New Hampshire is a small city of 175,000 people that lies on the border of Massachusetts. It began as an Indian fishing village along the Nashua River and with time and the construction of the Daniel Webster (Main) street, it grew to be a small factory town. Around the civil war times, Main Street became the main retail district as it was close to the textile factories that ran along the river. Small neighborhoods developed at either end of Main Street along with a railroad station west of the center of town. At this stage of Nashua’s development, it most closely resembled a contained interdigitation. The community and buildings were located in the central part of town, with a few neighborhoods that ran outside the boundaries. By about 1900, the city had begun to expand in all four directions, still fairly contained by the wilderness and the outskirts still resembled the interdigitation. BY the 1940, main other main roads were built, stemming from Main Street, and there was a great expansion, and the fingers of the interdigitation grew long, stretching into more of the wild land. Owners of the farms near town sold their land and moved to these areas on the western part of town, cleared the woods and built them selves huge farms and orchards. The neighborhoods north and south of the town got larger and expanded to east some. The growth of the city was becoming fast and town officials decided to begin claiming public grounds and building parks. It was at this time that Greeley Park was built that contained about a square quarter mile of land and Holman stadium was built at the northern part of town.

My Personal Idiolect Essay

Whilst completing this project on spoken language, I discovered aspects of my own personal speech (also known as idiolect) and the variation between people’s language due to their culture and environment. Living in Luton for sixteen years I have had many experiences which shapes my idiolect to what it is today. Three main factors which have influenced me the most are my family, my friends and the media such as internet, music and TV. I was born and raised in Luton, England. Both my parents were born in England and both come from irish backgrounds, however have no trace of an irish dialect. In my home, we all have the Lutonian accent except from my mum who comes across as posh due to her job as a teacher. The typical Lutonian accent is the missing pronunciation of the letter ‘T’, for example. A good example of this is the pronunciation of the word â€Å"Luton†: to most natives, it is said like â€Å"Lu’n†, or for the word â€Å"water†, w e would pronouce it as â€Å"war’a†. During primary school, I was known as a difident girl, when communicating with people I would get really nervous, i feared silence and would get some type of speakers anxiety. This made me use fillers such as ‘erm’ and ‘like’ and hesistaions. I would use these fillers to give myself a short period of time to consider on what I’m going to say. Another reason for why I used fillers was to make the person I was having a conversation with take over and finish my sentence, as I am more of a listener than a talker. As I have gotten older, I have gained more confidence. I still use fillers (as you can see in my transcript) but I use them for holding the floor, I do not want to give 5+up my turn in speaking and instead want a little extra time to think about what I’m going to say next. I would use a â€Å"filler† to signal this. I was accused of having a posh accent during primary school due to the fact i rarely use the slang that my peers used. Words such as ‘sick’ meaning good or ‘peng’ meaning nice/beautiful were not the language i would use, due to the fact that my mum has a teaching role as an english teacher, so she has higher expectations of me and vocabulary. My mum consistently corrects my speech for instance, i usually say ‘teached’ instead of ‘taught’ which my mum would immediatly stop me in a conversation to correct me, she even corrects my punctuation or spelling mistakes in text messages. This is why in my transcript you can see I use more fillers and hesitations as I am making sure I am understandable even though I am not using developed sentences. I used the word ‘innit’at the end of my sentence when speaking to Calam, this is another way of saying ‘isn’t it’ or ‘do you agree’. I would use this word to look for reassurance that my audience (Calam) is engaged into the conversation. It is a hidden rhetorical question, which a lot of the younger generation use. In the conversation with my dad, I changed the word ‘Innit’ to say ‘Ya know what I mean’. This is because I know most adults consider slang as bad-mannered and disrespectful. Another reason is because I wouldn’t want my dad or any adult to feel uncomfortable and confused when talking to me if I spoke in the way I do with my friends. I speak to adults politer than how i would speak to my friends as society makes young people feel inferior whereas adults are seen as the unspoken authority figure. Contraction is another element I use, which is a shortenered form of group of words. An example of this is highlighted in the conversation with my brother when I say words such as ‘gonna’. This is a shorterned way of saying ‘going to’, that can also be classified as slang. This adds to the informality of the text. On the other hand, the choice of vocabulary I used with my mum was simple and more understandable than what I used with Calam. This is due to the age and generation difference.

Changes in Woman in 1776 to 1876

War in USA women were seen as aides in the man’s struggles. They did man works, and helped them out in the war. After the war in 1783 the women in middle class were seen as the Republican Mother, they were seen as the role models for their children to teach them about democracy. Since they helped their country men winning the war. However, soon this role would demolish a little bit, as the women went back to caring for their children. During the Reformation period starting in the 1800s, women began to talk about their views.On drinking, money, their children’s education, mental challenged people’s rights, better prison conditions, and the end of slavery, women were seen to change politics, although they could not vote, they became somewhat leaders for their views. During the Civil War in 1861-1865 on North and South Women became their ancient roles from the Revolutionary War, as helping their men in war. Though after that, war, women seemed to lose itself a bit. However, not for long, because industries started to kick in. Then you have the Gilded Age in 1873 women before this Age and after started working in the industries.In the North then women worked, and in the South the did too, and helped their men on the farms. So, how did it rise and falls. All depended on what was going at the time. The roles Women played were important, in the Middle Class they were always between poor and rich, and they were the ones that wanted to work hard enough to prove for their family, thus they wanted to become rich. When women were not seen important, they put their views through their beliefs and moral values, and when they became important the set aside that and did what was best to keep their family alive.

Analysis of the Machine That Won the War Essay

â€Å"The Machine That Won the War,† by Isaac Asimov, is a story that teaches a valuable lesson about humanity and also has an ironic twist at the end.  The setting is the future of Earth, and a great war had just been won against an enemy race. Two men, Swift and Henderson, are debating over who really won the war for Earth: the giant strategy computer known as Multivac, or the men in charge of making the maneuvers and programming the computer. John Henderson is an excitable man, while Lamar Swift, the military captain, is calm but rational. While the people hailed the computer, the two really knew who the heroes were. Henderson explained the fact that Multivac was nothing more than a large machine, only capable of doing what it was programmed to do. He stated that ever since the beginning of the war, he had been hiding a secret. It was the fact that some of its (Multivac’s) data might have been unreliable. This conflict, as you will note later, helped win the war. The great computer was capable of creating a direct battle plan which Earth forces could use to attack their enemies. However, with Henderson inputting faulty data, this caused some of the battle plans to be unreliable. His internal conflict between himself losing his job and wanting to keep it made him jingle with the programming until it seemed right. This foreshadowing helps the reader to see that someone is going to have to act upon Henderson’s faults if the war is to be won. Swift, the military commander, received these battle plans that Henderson had ‘printed up’ out on the front (the front being the battle front). He, realizing that some of these plans were outrageous, had to act upon a different form of machine. Swift’s motivation for not always acting upon what was laid before him helped change the course of the war. He told Henderson that when faced with the difficult decisions, he didn’t use Multivac’s data all of the time. This conflict, making these tough decisions, helps influence the climax. The climax of the story comes when Swift tells Henderson he used a coin to make all of the though decisions instead of Multivac’s data. This use of ‘situation irony’ shows us that in the worst imaginable scenario, the outcome is actually made so simply. The  lesson I found in this story is to not always trust what you see before you, and that human beings will forever take chances even in the riskiest of situations. In conclusion,†The Machine That Won the War,† taught us all a valuable lesson about how humans think, and contained a humorous, ironic ending which stunned (or should have stunned) everyone.